Nursing Research

Nursing Research

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Week 1 discussion
Nursing Research and
Evidence-Based Practice
In your practice as a nurse, you may use procedures and
methods that did not necessarily originate in evidence, but instead were
derived from informal and unwritten conventions, traditions, and observations.
While these techniques may have merit, practices are constantly being updated
and contradicted by information from scholarly research studies and
professional guidelines. This new information serves as “evidence” for revising
practices to improve outcomes across health care.
Based on this evidence, you can formulate a question. In
this Discussion, you consider the use of evidence-based practice in your own
organization and formulate a question that you will need to answer for your
portfolio project. This is called a PICOT question. You will also investigate
strategies for overcoming barriers to implementing evidence-based practice
(EBP).
To prepare:
Consider a recent clinical experience in which you were
providing care for a patient.
Determine the extent to which the care that you provided was
based on evidence and research findings or supported only by your
organization’s standard procedures. How do you know if the tasks were based on
research?
What questions have you thought about in a particular area
of care such as a procedure or policy?
Review Chapter 2, pages 36—39 on “Asking Well worded
Clinical Questions” in Polit & Beck and consult the resource from the
Walden Student Center for Success: Clinical Question Anatomy & examples of
PICOT questions (found in this week’s Learning Resources). Formulate your
background questions and PICOT question.
Reflect on the barriers that might inhibit the
implementation of evidence-based practice in your clinical environment.
Review the article “Adopting Evidence-Based Practice in
Clinical Decision Making” in this week’s Learning Resources. Select one of the
barriers described that is evident in your organization and formulate a plan
for overcoming this barrier.
By Day 3
Post an evaluation of the use, or lack thereof, of EBP in a
recent clinical experience. Identify which aspects of the care delivered, if
any, were based on evidence and provide your rationale. List your background
questions and PICOT question about this nursing topic. Critique how the
policies, procedures, and culture in your organization may hinder or support
the adoption of evidence-based practices. Identify the barrier you selected
from the article and explain how this barrier could be overcome within your
organization.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different
days using one or more of the following approaches:
Ask a probing question, substantiated with additional
background information, and evidence.
Share an insight from having read your colleagues’ postings,
synthesizing the information to provide new perspectives.
Validate an idea with your own experience and additional
sources.
Make a suggestion based on additional evidence drawn from
readings or after synthesizing multiple postings.
Expand on your colleagues’ postings by providing additional
strategies for addressing barriers to EBP based on readings and evidence.
Week 2 discussion
Literature Searches
An important step in the EBP process is reviewing the
current body of literature to better understand the subject or topic in which
you are interested. By conducting a review of the literature, you are building
foundational knowledge about the topic; later, you can use this background to
build new insights. Developing a strong grasp of a topic can only be garnered
by taking the time to thoroughly search for relevant information and resources.
For this Discussion, you will practice searching the
literature to find evidence on a specific topic.
To prepare:
Choose a simple search term(s) relating to a topic of your
PICOT question.
Review the information on the evidence hierarchy discussed
in Chapter 2 of the course text, in the article, “Facilitating Access to
Pre-Processed Research Evidence in Public Health,” and in the multimedia
presentation “Hierarchy of Evidence Pyramid,” found in this week’s Learning
Resources.
Review the information on the Walden Library’s website,
“Levels of evidence.” Take a few minutes to explore the different types of
databases available for each level of evidence and focus on the meaning of
filtered and non-filtered resources.
Conduct a literature search in the Walden Library on your
selected topic using the databases that you reviewed. Use at least one database
for each of the three levels of filtered information and at least one
unfiltered database. Record the number of hits that you find at each level of
the hierarchy of evidence.
Select one article from the results at each level of the
hierarchy. Compare the articles based on the quality and depth of information.
What would be the value of each resource if you were determining an
evidence-based practice?
By Day 3
Post a summary of your search. Describe what topic you
selected, the search term(s) that you used, and the number of results found at
each level of the hierarchy. Compare the types of information found in the
articles from different levels and the value of the information from each
level. Highlight a useful tip that you could share with your colleagues about
conducting an effective literature search.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different
days using one or more of the following approaches:
Share an insight from having read your colleagues’ postings,
synthesizing the information to provide new perspectives.
Validate an idea with your own experience and additional
sources.
Make a suggestion based on additional evidence drawn from
readings, or after synthesizing multiple postings.
Week 3 discussion
Theory, Research, and
Evidence-Based Practice
As they explore the world around them, young children often
want to know the “why” and “how” of the things they observe. This is similar to
what researchers do when they approach a new problem. Researchers develop new
theories or build on old ones to explain the “why” of the world around them.
They use models and conceptual frameworks to help explain “how” the processes
and events they observe occur. Together, theories and models provide an
understanding of the world and allow researchers to explore it in meaningful
ways.
Virtually all research questions can benefit from the use of
an existing theory or model. Researchers should consider their research
questions and select the most suitable theory or model, which then serves as a
foundation for the research design. The selection of a theory or model is an
important part of the research process.
In this Discussion, you focus on the role of theory and
models in research and evidence-based practice.
To prepare:
Review the information in Chapter 6 of the course text.
Focus on the various conceptual theories and models that are currently used in
nursing research.
Select one of the theories or models described that is of
interest to you.
Using the Walden Library, search for and identify a research
article that uses the theory or model you selected.
Reflect on how the theory or model provides structure to the
research study described in the article.
Now, think about an issue in your practice area that you
would be interested in exploring through research.
Review this week’s media presentation and consider
strategies for locating and identifying a relevant theory or model for a
research study.
By Day 3
Post a summary of the article that you located and explain
how the theory or model that you selected was used in the research study.
Assess the value of basing research on an established theory or model.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different
days using one or more of the following approaches:
Ask a probing question, substantiated with additional
background information, and evidence.
Share an insight from having read your colleagues’ postings,
synthesizing the information to provide new perspectives.
Offer and support an alternative perspective using readings
from the classroom or from your own review of the literature in the Walden
Library.
Week 4 discussion
Ethical Dimensions of
Research Studies
In the best-selling book, The Immortal Life of Henrietta
Lacks (Skloot, 2010), the author highlights the true story of an
African-American woman who died in 1951 from cervical cancer. What makes her
story unique is that prior to her death, cells from her tumor were removed and
successfully grown in a petri dish. This was the first time scientists were
able to successfully replicate cells outside the body, and it is estimated that
billions of Lacks’ cells have been used in medical research. However, Henrietta
Lacks was never asked for permission to take a sample and her family was never
made aware of the widespread use of her cells. Although the culturing of her
cells has been pivotal for advancing research, strong ethical concerns later
arose about using these cells without patient or family approval.
This week’s readings describe historical examples of
unethical research, such as a study of syphilis among African-American men in
which treatment was withheld and a study in which live cancer cells were
injected into elderly patients. Today, stricter controls that seek to protect
study participants are placed on researchers, but breaches still occur. Careful
attention must be given toward preventing unethical behavior. In this Discussion,
you explore ethical considerations and issues in research.
To prepare:
Select a current health-related case involving research
ethics. (If none come to mind, browse the Internet to familiarize yourself with
recent cases.)
As you review the case that you have selected, reflect on
the ethical principles discussed in “What Are the Major Ethical Issues in
Conducting Research?” article found in this week’s Learning Resources. Which
principles were breached in the case you have identified?
By Day 3
Post a description of the case that you selected and the
ethical issues involved. Analyze the ethical principles that were breached by
the researchers or organizations in your selected case as well as the possible
cause of the breach(es). Suggest how the research might have been conducted
differently to avoid or minimize the ethical problems. Discuss how research can
be done on sensitive issues while still protecting the rights of the research
subjects.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different
days using one or more of the following approaches:
Ask a probing question, substantiated with additional
background information, and evidence.
Offer and support an alternative perspective using readings
from the classroom or from your own review of the literature in the Walden
Library.
Make a suggestion based on additional evidence drawn from
readings or after synthesizing multiple postings.
Week 5 discussion
Quantitative Research
Designs
In order to find the best information on a topic, not only
should you develop a question and search for resources, but you should also
know how to analyze the value of the resources that you identify. There are
different ways to evaluate resources, such as using the hierarchy of evidence,
which you explored in Week 4 of this course. Another way to evaluate resources
is to consider the appropriateness of the research design. Understanding how
research designs contribute to the quality of a study is essential for being
able to analyze resources when conducting a literature review or locating
evidence for practice.
In this Discussion, you consider the different research
designs and evaluate how these designs have been used to research a specific
topic. You also consider strategies for selecting an appropriate research design.
To prepare:
Review the information in the course texton quantitative
research designs. Focus on the information in Box 9.1, “Guidelines for
Critiquing Research Designs in Quantitative Studies” located on page 230 of the
course text.
Select a topic from the list below and search the Walden
Library to find two different quantitative research studies addressing that
issue:
Caregiver stress
Anxiety in children
Sleep apnea
Depression in college freshmen
Rural health care issues
Post-traumatic stress syndrome
Traumatic brain injury in veterans
Health effects of environmental contaminants
Bipolar disorder
End-of-life ethical issues
Alternative medicine
For each of the sources that you select, identify the type
of quantitative research design used, and evaluate whether it is the most
appropriate approach to the research.
Consider the ramifications of choosing an inappropriate
design for a research study.
By Day 3
Post the topic you selected, references for the two sources
you identified, and the quantitative research design used in each. Critique the
appropriateness of the design used and justify your comments with information
from the Learning Resources. Discuss the ramifications of choosing an
inappropriate design for a research study.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different
days in one or more of the following ways:
Ask a probing question, substantiated with additional
background information, and evidence.
Share an insight from having read your colleagues’ postings,
synthesizing the information to provide new perspectives.
Offer and support an alternative perspective using readings
from the classroom or from your own review of the literature in the Walden
Library.
Make a suggestion based on additional evidence drawn from
readings or after synthesizing multiple postings.
Week 6 discussion
Validity in Quantitative Research Designs
Validity in research refers to
the extent researchers can be confident that the cause and effect they identify
in their research are in fact causal relationships. If there is low validity in
a study, it usually means that the research design is flawed and the results
will be of little or no value. Four different aspects of validity should be
considered when reviewing a research design: statistical conclusion validity,
internal validity, construct validity, and external validity. In this
Discussion, you consider the importance of each of these aspects in judging the
validity of quantitative research.
To prepare:
Review the information in Chapter
10 of the course text on rigor and validity.
Read the method section of one of
the following quasi-experimental studies (also located in this week’s Learning
Resources). Identify at least one potential concern that could be raised about
the study’s internal validity.
Metheny, N. A., Davis-Jackson,
J., & Stewart, B. J. (2010). Effectiveness of an aspiration risk-reduction
protocol. Nursing Research, 59(1), 18–25.
Padula, C. A., Hughes, C., &
Baumhover, L. (2009). Impact of a nurse-driven mobility protocol on functional
decline in hospitalized older adults. Journal of Nursing Care Quality, 24(4),
325–331.
Yuan, S., Chou, M., Hwu, L.,
Chang, Y., Hsu, W., & Kuo, H. (2009). An intervention program to promote
health-related physical fitness in nurses. Journal of Clinical Nursing, 18(10),
1,404–1,411.
Consider strategies that could be
used to strengthen the study’s internal validity and how this would impact the
three other types of validity.
Think about the consequences of
an advanced practice nurse neglecting to consider the validity of a research
study when reviewing the research for potential use in developing an
evidence-based practice.
By Day 3
Post the title of the study that
you selected and your analysis of the potential concerns that could be raised
about the study’s internal validity. Propose recommendations to strengthen the
internal validity and assess the effect your changes could have with regard to
the other three types of validity. Discuss the dangers of failing to consider
the validity of a research study.
Read a selection of your
colleagues’ responses.
By Day 6
Respond to at least two of your
colleagues in one or more of the following ways:
Ask a probing question,
substantiated with additional background information, and evidence.
Share an insight from having read
your colleagues’ postings, synthesizing the information to provide new
perspectives.
Offer and support an alternative
perspective using readings from the classroom or from your own review of the
literature in the Walden Library.
Validate an idea with your own
experience and additional sources.
Make a suggestion based on
additional evidence drawn from readings or after synthesizing multiple
postings.
Expand on your colleagues’
postings by providing additional insights or contrasting perspectives based on
readings and evidence.
Week 7 discussion
Qualitative Research Designs
For the past 2 weeks, you have
focused on the features and considerations of quantitative research designs. However,
quantitative designs are not appropriate for all research questions. Perhaps
you are concerned with how patients react when confronted with negative test
results, or you wish to study how views on a certain health topic change over
time. In each of these cases, the emphasis is more on understanding the
thinking and experiences of an individual or group than on numerical
measurements. For these types of questions, a qualitative or mixed methods
research design is the most appropriate.
For this Discussion, you focus on
the different types of qualitative research designs, when they are used, and
why they are important.
To prepare:
Reflect on the comments made by
Dr. Mauk in this week’s media presentation on the value of qualitative research
in nursing.
Locate the journal Qualitative
Health Research in the Sage Premier database in the Walden Library.
From this journal, select an
article of interest to you that was published within the last 3 years.
Review the information on
different qualitative research designs in Chapter 21 of your course text.
Determine what qualitative
research design was used in your selected article and evaluate whether it was
the best choice.
Consider ethical issues involved
in the study and how the researchers addressed them.
Think about how using a
quantitative design would have affected the type of data gathered.
By Day 3
Post an APA citation for the
article that you selected and provide a brief summary of the content and the
qualitative research design used. Evaluate the appropriateness of the design,
and explain how ethical issues in the study were addressed. Analyze how the
study would have been different if a quantitative design had been used.
Read a selection of your
colleagues’ responses.
By Day 6
Respond to at least two of your
colleagues on two different days using one or more of the following approaches:
Ask a probing question,
substantiated with additional background information, and evidence.
Make a suggestion based on
additional evidence drawn from readings or after synthesizing multiple
postings.
Expand on your colleagues’
postings by providing additional insights or contrasting perspectives based on
readings and evidence.
Week 8 discussion
Planning for Data Collection
Data collection is an important
part of both quantitative and qualitative research. Although the actual
approach to gathering information may vary, for either research design,
researchers need to plan in advance how the data will be gathered, reported,
and stored, and they need to ensure that their methods are both reliable and
valid. As nurses review research when considering a new evidence-based
practice, it is important to be familiar with sound collection practices in
order to ascertain the credibility of the data presented.
Consider the following scenario:
Nurses and other health care
professionals are often interested in assessing patient satisfaction with health
care services. Imagine that you are a nurse working in a suburban primary care
setting that serves 10,000 patients annually. Your organization is very
interested in understanding the patient’s point of view to help determine areas
of care that can be improved. With this focus in mind, consider how you would
create a survey to assess patient satisfaction with the services your
organization provides. You may wish to consider variables such as the ease of
accessing care, patient wait time, friendliness of the staff, or the likelihood
that a patient would recommend your organization to others.
For this Discussion, you generate
questions and an overall plan for data collection that would be appropriate for
a patient satisfaction survey in relation to the above scenario.
To prepare:
Consider the guidelines for
generating questions presented in this week’s Learning Resources.
Review the scenario and formulate
at least five questions that you could use to evaluate patient satisfaction.
Reflect on the different methods
or instruments that can be used for gathering data described in Chapter 13 and
Chapter 22 of the course text. Which methods or instruments would work well for
the scenario?
Determine an appropriate sample
size for the scenario.
By Day 3
Post the questions that you
created for gathering information about patient satisfaction based on the above
scenario. Explain which method or instrument you would use to gather data.
Describe the sample size appropriate for the population and how you would
select participants. Provide a rationale for your choices, and explain how you
can ensure high standard of reliability and validity.
Read a selection of your
colleagues’ responses.
By Day 6
Respond to at least two of your
colleagues on two different days using one or more of the following approaches:
Ask a probing question,
substantiated with additional background information, and evidence.
Share an insight from having read
your colleagues’ postings, synthesizing the information to provide new perspectives.
Offer and support an alternative
perspective using readings from the classroom or from your own review of the
literature in the Walden Library.
Validate an idea with your own
experience and additional sources.
Make a suggestion based on
additional evidence drawn from the readings or after synthesizing multiple
postings.
Week 9 discussion
Data Analysis—Small Group Discussion
As a nurse engaged in
evidence-based practice, it is important to recognize how statistics and other
data analysis tools are used to generate and assess evidence. Most nurses need
only a foundational understanding of statistical tools and terminology to
understand the majority of research studies. As a nurse, you should be able to
recognize the most commonly used statistical tests, how and when they are used,
and how significance is determined.
In this Discussion, you examine
different types of statistics and statistical tests, when and why these particular
tests would be selected for use, and, most importantly, what the results
indicate. To this end, you will be assigned to a group by Day 1 of this week.
Each group will be assigned one of the five chapters listed in this week’s
Learning Resources and will develop a study sheet on their chapter that will be
shared with the other groups.
To prepare:
Review the information in your
assigned chapter.
As a group, develop a 1-page
study sheet that includes the following:
The key concepts of the chapter:
Focus on the basic concepts that are important for nurses to understand as they
review research studies.
A description of the statistical
methods covered in the chapter, what they measure, and under what circumstances
they are used. Identify examples of how the statistical methods have been used
in research studies.
An explanation of the key
statistical tests and how they measure significance (if applicable).
Note: This should be a
collaborative effort, with each member of the group making contributions to the
design and content of the study sheet. Use the Groups link on the left
navigation bar to collaborate with your group. When you have developed your
1-page study sheet, select one member to post it to the Week 9 Discussion Forum
so that the rest of your colleagues can access it.
By Day 5
Post your group’s study sheet.
Discuss why it is important for nurses to understand the basics of these
statistical methods.
Read a selection of your
colleagues’ responses.
By Day 6
Respond to at least two other
groups on two different days using one or more of the following approaches:
Ask a probing question,
substantiated with additional background information, and evidence.
Share an insight from having read
your colleagues’ postings, synthesizing the information to provide new
perspectives.
Week 10 discussion
Weighing the Evidence
When conducting original
research, the final step researchers must complete is weighing the evidence and
interpreting the meanings of their data, statistics, and analyses. This is the
culmination of the research process in which all of the research methods and
designs can be synthesized into a meaningful conclusion. In this stage,
researchers should formulate explanations for what their data indicates,
determine whether the data answers their initial research question, identify
areas of uncertainty, and consider directions for further research.
In this Discussion, you focus on
one of the research articles that you identified for Part 2 of the Course
Project (Literature Review). You then explore the process of how the
researchers generated conclusions based on their data, consider other possible
interpretations of their data, and formulate ideas for further research.
To prepare:
Review this week’s Learning
Resources, focusing on how researchers find meaning in their data and generate
sound conclusions. Pay particular attention to Table 2 in the article, “Study
Design in Medical Research.”
Revisit the 5 articles that you
identified in Part 2 of the Course Project. Select one to consider for the
purpose of this Discussion.
Read sections of the chosen
article where the data is presented, analyzed, and interpreted for meaning.
What reasoning process did the researchers use to formulate their conclusions?
What explanation did they give to support their conclusions? Were there any
weaknesses in their analysis or conclusions?
Consider possible alternate
conclusions that the researchers could have drawn based on their data.
Examine the findings that the
article presents and consider how well they addressed the researcher’s initial
question(s). What additional research could be done to build on these findings
and gain a fuller understanding of the question?
By Day 3
Post an APA citation and brief
summary of the research article that you selected. Describe the data and the
results of any statistical tests or analyses presented in the article. Explain
how the researchers formulated their conclusion, any weaknesses in their
analysis or conclusions, and offer at least one alternate interpretation of
their data. Propose at least one additional research study that could be done
to further investigate this research topic.
Read a selection of your
colleagues’ responses.
By Day 6
Respond to at least two
colleagues on two different days using one or more of the following approaches:
Ask a probing question,
substantiated with additional background information, and evidence.
Share an insight from having read
your colleagues’ postings, synthesizing the information to provide new
perspectives.
Offer and support an alternative
perspective using readings from the classroom or from your own review of the
literature in the Walden Library.
Expand on your colleagues’
postings by providing additional insights or contrasting perspectives based on
readings and evidence.
Week 11 discussion
Creating a Culture of Evidence-Based Practice
An abundance of evidence can be
found on almost any medical issue or health topic. Often, the availability of
information is not the concern, but rather nurses struggle with how to convey
the evidence to others and change practices to better reflect the evidence.
Deep-rooted organizational cultures and policies can make some resistant to
change, even to changes that can vastly improve the quality, effectiveness, and
efficiency of health care. However, there are many strategies that nurses can
employ to bring about changes to practice.
In this Discussion, you focus on
how to create an organizational culture that supports evidence-based practice.
To prepare:
Review the information in this
week’s Learning Resources. Examine the various suggestions for promoting an
organizational culture that embraces the use of EBP.
Reflect on your own
organization’s (or one in which you have worked) support of evidence-based
practice. Examine how culture and policies impact the adoption of changes to
practice based on evidence. What barriers exist?
Consider the models and
suggestions for promoting evidence-based practice featured in this week’s
Learning Resources. Identify models and suggestions that would work well in
your organization.
Reflect on the significance of
evidence-based practice in health care. What responsibility do nurses have to
promote EBP and change practices to better reflect evidence and research
findings?
Reflect on how nurses can
disseminate findings from evidence-based practice research.
By Day 3
Post an evaluation of your
organization’s use of EBP and how it is furthered or hindered by organizational
culture and policies. Describe how you could disseminate the findings. Propose
a strategy for strengthening the culture of EBP within the organization.
Discuss a nurse’s responsibility to further the use of EBP, providing a
rationale supported by specific information from the Learning Resources.
Read a selection of your
colleagues’ responses.
By Day 6
Respond to at least two of your
colleagues on two different days using one or more of the following approaches:
Ask a probing question,
substantiated with additional background information, and evidence.
Share an insight from having read
your colleagues’ postings, synthesizing the information to provide new
perspectives.
Offer and support an alternative
perspective using readings from the classroom or from your own review of the
literature in the Walden Library.
Validate an idea with your own
experience and additional sources.
Make a suggestion based on
additional evidence drawn from readings or after synthesizing multiple
postings.
Expand on your colleagues’
postings by providing additional insights or contrasting perspectives based on
readings and evidence.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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